Page 175 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

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164 The Creative Training Idea Book
first impression is made. That is the impression you should strive for in your training
room. Aesthetics, or overall appearance, definitely make a strong mental impact. For that
reason, consider the following questions as a checklist and address them before partic-
ipants arrive for your training programs.

Is the overall appearance from the doorway inviting?
Have you emptied all trashcans and picked up any scraps of paper from the floor?
Have any spills or stains been cleaned from tables and the floor?
Are training aids (e.g., flip charts, projectors, screens, VCR and monitor) properly
positioned?
Have tables and chairs been neatly placed? (All chairs should be pushed under tables
and in similar locations at each table)
Are any extra chairs or tables neatly positioned against walls or where they will be used
later?
Have dry erase or chalkboards, if used, been cleaned and have any pre-session instructions
been neatly written on them?
Are handouts, if used, neatly placed so that all are in a similar position for each partic-
ipant? (This includes name tents, pencils, and markers)
Are your instructor table and materials neatly arranged?

Have refreshments been neatly positioned out of the way (e.g., in the rear of the room)?
Are there plants or flowers on tables or positioned around the room? If so, are they fresh
or dust free (if artificial)?

ENVIRONMENTAL DESIGN CONSIDERATIONS

Psychological Considerations

Many trainers become so focused on their program content and delivery that they often
neglect a major component of the learning process—the environment. Studies by edu-
cators and cognitive and developmental psychologists stress that trainers and teachers
must strive to incorporate basic elements of environmental enhancement if they truly
desire to encourage learning and promote the transfer of training to the workplace.
Training is typically more cohesive and effective when it is conducted at one location
or site. That is, once participants arrive at the training site, they do not have to relocate
to another during the training cycle (e.g., travel to several remote locations). A psycho-
logical transition is made once participants leave their workplace or other location to
travel to the initial training site. Once at the training site, the facility becomes their tem-
porary “home” and they settle in, claim their turf, and become used to their personal
space. Should they be required to move again, this psychological equilibrium is dis-
rupted and a state of flux results, making learning more tenuous. This should not be